ELED 436 Lesson 1 Geography

 WHAT?

What happened? What went well? What was an area of weakness?

Which objectives were met?  What is the evidence? Give specifics from your formative assessment data. Which students did not meet objectives?  Which students exceeded objectives?  Why?

We began our lesson with an ice breaker introducing ourselves and our lesson and topic of NY. We then dove into explain our vocab word wall where we had student identify what a geography is. After vocabulary we introduced four different types of maps and there purposes. Population map, road map, climate map, and purpose maps were the 4 we were introducing. After we completed our map anchor charts we had the students look at different maps and tell us which map was which giving us its definition. From there we went on to our 4 Ps, Prior knowledge, purpose, predict and preview before reading Let Liberty Rise!: How America’s Schoolchildren Helped Save the Statue of Liberty by Chana Stiefel. After we read the story we spoke about where the Statue Liberty was located in NY and where it was on the NY map. From there we introduce our NY geography map and place monuments and landmarks of NY on the map students the watched a tour of what the Statue of Liberty looks like up close. Lastly we began our craft where the students created torches and crowns of the Statue Liberty. Lastly we had them complete a journal entry identify one important thing they learned from todays lesson.

SO WHAT?

What was learned from this experience? Evidence of teacher candidate learning

The students love hands on learning especially using bigger maps to show them which maps represented which purpose. The students absolutely enjoyed completing a craft they learned so much about monuments and landmark locations about NY they all made the landmark the Statue Liberty crowns and torches this was key because they also symbolize freedom. The engagement we had from the students I think was because of how hands on the lesson was it kept the students engaged therefor we will continue to have a lot of engaging lessons to keep the students attention.

  

NOW WHAT?

How will this experience influence my professional identity? 

How will this experience influence how I plan/teach/assess in the future?

We have one student in our group who does have a IEP and struggles to keep his attention by having the engaging hands on activities he was able to move around and keep his attention on task. For future lessons we will be keeping in mind his struggle to stay on task therefor plan engaging lesson some with a craft he was the student who loved the craft the most. This is good practice to learn how to navigate altering my lesson to help a student/prevent them from struggling during our lesson.